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Training Opportunities Catalogue

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Beginning to supervise Research Students

The nature of the UK PhD has changed in recent years and the QAA Quality Code has attempted to define more clearly the roles of the supervisor. This workshop will provide a forum for new supervisors to review their role in light of these developments and existing good practice within their department and disciplinary context. Colleagues who are new to supervising at The University of Essex should also find the session valuable. Target Audience This workshop is aimed at supervisors of research students who are relatively new to the role at The University of Essex and who wish to gain a clear overview of the responsibilities of supervising Postgraduates undertaking research degrees and consider their own approach and style within their disciplinary context. Learning Outcomes At the end of the workshop participants will be able to: • Explain the nature of the PhD in the contemporary HE context • Review the role and responsibilities of a supervisor including – o Assisting students at the beginning their PhD and planning their research projects o Use a variety of means to monitor and manage the performance and progression of their students o Conduct effective supervisory meetings • Consider your own style and approach to supervision within the disciplinary context • Be aware of what can go wrong and consider ways to prevent and deal with it • Support students in completing their doctoral studies and preparing for assessment Outline Programme The workshop programme is as follows: • The changing nature of the PhD • Expectations – roles and responsibilities • Planning and managing a research project • Effective supervisory meetings • Working with research students – coping with difficult situations, training and monitoring progress • Preparing for assessment, writing-up, the viva and the outcomes Synopsis This workshop explores ways in which PhD students and other postgraduate research students can be best supported academically and personally to achieve their research degrees in a timely manner. The national context in which supervisors and students work will be considered and the influence of the UK Quality Code on supervisory practice reviewed. The workshop will consider the role and responsibilities of the supervisor from the beginning of the research degree through to submission of the Thesis and the assessment processes. Models of joint-supervision will be discussed as indeed will different supervisory styles and tailoring approaches to the needs of individual students. There will be lots of opportunity to share views whilst considering the most appropriate responses to a range of difficult supervisory situations and common problem situations. Facilitator Dr Kate Exley. Kate is a Senior Academic Staff Development Officer at The University of Leeds and an Independent Consultant in Higher Education Development. She has delivered workshops and undertaken projects at more than 50 HE, FE, Medical and Research Institutions around the country and she is series editor of the new Routledge book series “Key Guides for Effective Teaching in Higher Education” and a National Teaching Fellow (2008).

Education Insights- Creating and Finding Videos to Use in Moodle

This session will give you an overview of how to effectively use videos to engage students and explore video resources (Lynda.com (now linkedin Learning)/ BoB/ Screen cast software). This session will give you an overview of simple video creation using mobile/tablet technologies and will go on to demonstrate how video from various sources can be embedded into your learning materials. This session is closely linked to the Moodle for Beginners and Improvers session which provides a hands-on workshop exploring interactive Moodle tools and fresh new layouts to help your students get the best from VLE. The session will also provide you with the pedagogic basis to support your CADENZA application/ PG CHEP portfolio to become a HEA Fellow mainly under D1/ D2/ D3 descriptors. It maps to the following UKPSF Areas of Activities: A1/ A2/ A3/ A4/ A5 using the HEA Digital Lens on UKPSF developed by Jisc. Please note that this is a tell-and-show session. If you would like to know more, you need to follow this up with the TEL team (tel@essex.ac.uk) Learning outcomes By the end of the session, participants will be able to: 1. Find videos from existing sources (eg: BoB, linkedin Learning, YouTube); 2. Create videos using mobile devices and free screen-recording software; 3. Embed videos into Moodle activities. Who should attend? Academics (including GTAs/GLAs) who are new to teaching in HE and those who are new to Essex are advised to attend. Current academics and support staff (including professional services) who engage with Essex VLE on a regular basis and like an update on what’s new with TEL technologies are welcome to attend.

Education Insights- Introduction to TEL Essentials in Teaching

This session will give you an overview of the basics around available teaching and learning technologies at Essex (aka Virtual Learning environments - VLEs) to ensure effective and innovative use of these resources with positive impact on your teaching and better engagement from students. This session is closely linked to Getting Started with Blended Learning session which provides the principles and strategies underpinning successful use of TEL in a blended context where online and face-to-face learning experiences work together. The session will also provide you with the pedagogic basis to support your CADENZA application/ PG CHEP portfolio to become a HEA Fellow mainly under D1/ D2/ D3 descriptors. It maps to the following UKPSF Areas of Activities: A1/ A2/ A3/ A4/ A5 using the HEA Digital Lens on UKPSF developed by Jisc. Please note that this is a tell-and-show session. If you would like to try out a range of TEL know -hows, you need to follow this up with the TEL team (tel@essex.ac.uk) Learning outcomes By the end of the session, participants will have: 1. Understanding of the University VLE systems that are crucial to their teaching and learning activities; 2. The opportunity to meet the TEL team who are tasked with offering support to academic staff; 3. The chance to discuss their concerns and challenges using technology in the classroom. Who should attend? Academics (including GTAs/GLAs) new to teaching in HE and those who are new to Essex are advised to attend. Current academics and support staff (including professional services) who engage with Essex VLE on a regular basis and like an update on what’s new with TEL technologies are welcome to attend.

Examining doctoral candidates

Examining Doctoral Candidates Maintaining the National standards of the highest degree that our institutions award is an enormous responsibility given that we also wish to be fair and supportive to candidates who have invested at least 3 years of their lives undertaking their doctoral research work. This workshop intends to give a productive space to prepare or review your approach to examining (as either the Internal or External Examiner) Doctoral students. Target Audience This workshop is aimed at colleagues who are about to examine their first doctoral student and for more experienced examiners who wish to understand more about the way examinations are conducted at Essex and in other UK and international institions. Learning Outcomes At the end of the workshop participants will be able to: • Clarify who can and who should examine? • Detail the examination process and know what the job entails • Consider what should be explored before agreeing to examine • Appreciate the differences in being an Internal and External Examiner • Discuss how to prepare effectively for an examination o Knowledge of the required standards o How to read the Thesis o How to approach the viva examination • Prepare to conduct an oral examination Outline Programme The workshop programme is as follows: • Introductions to the role and responsibilities of an examiner • What would you look for in an examiner? • What does the job entail and the process involve? • What should you ask before agreeing to examine? • Considering the assessment criteria and standards • Hearing the experiences of an experienced examiner • How to read a Thesis • How to prepare to conduct a viva examination Synopsis The workshop aims to explore the ways in which staff can prepare to act as examiners for a PhD candidate and provide input on processes, procedures and approaches. The workshop will include guidance and discussion on how to read the written submission (usually a Thesis) and formulate questions, how to prepare for the viva and ensure that the Doctoral level criteria have been met Facilitator Dr Kate Exley. Kate is a Senior Academic Staff Development Officer at The University of Leeds and an Independent Consultant in Higher Education Development. She has delivered workshops and undertaken projects at more than 50 HE, FE, Medical and Research Institutions around the country and she is series editor of the new Routledge book series “Key Guides for Effective Teaching in Higher Education” and a National Teaching Fellow (2008). If spaces are available, please click on the white space below. ONLY add yourself to the waiting list if the date/s are not convenient.

Joint supervision of doctoral students

Joint Supervision of Doctoral Candidates It is the norm that each Doctoral candidate will have a supervisory team which brings together colleagues with shared research interests and goals and with complimentary knowledge and research skills to support the student. This workshop provides a forum in which the benefits and challenges of co-supervision can be explored. The workshop is particularly valuable for Target Audience The workshop will be particularly valuable for colleagues new to supervision and new to the joint supervision role. Experienced supervisors may also find it a useful opportunity to review their practice and consider future joint supervisions. Learning Outcomes At the end of the workshop participants will be able to: • Review the current context in which Joint supervision is occurring • Re-cap the role and responsibilities of a supervisory team • Consider your style and approach to supervision • Review a set of models of joint supervision and collaboration against practice • Consider the practicalities of joint supervision, e.g. organising supervisory meetings • Discuss what can go wrong with joint supervision and develop strategies to either avoied or respond to these challenges Outline Programme The workshop programme is as follows: • Introduction to the current context • What do good supervisors and supervisory teams do? • Supervisory styles and approaches • Establishing a functioning supervisory team o Supervisory communication o Supervisory meetings o Providing effective feedback • Discussing what can go wrong Synopsis This workshop explores joint supervision of PhD students and how joint supervision can support students academically and personally to achieve their research degrees in a timely manner. Being part of a supervisory team also brings its own challenges and potential problems of communication, organisation and shared goals will be addressed. Facilitator Dr Kate Exley. Kate is a Senior Academic Staff Development Officer at The University of Leeds and an Independent Consultant in Higher Education Development. She has delivered workshops and undertaken projects at more than 50 HE, FE, Medical and Research Institutions around the country and she is series editor of the new Routledge book series “Key Guides for Effective Teaching in Higher Education” and a National Teaching Fellow (2008). If spaces are available, please click on the white space below. ONLY add yourself to the waiting list if the date/s are not convenient.

Mind hacks: design thinking

This workshop looks at the exciting field of design thinking, a person-centred approach to solving problems. Design thinking lives where desirability, viability and feasibility meet. Its is arguably the best way to try and resolve ill-defined or so-called ‘wicked’ problems (an incomplete problem with multiple causes, often exhibiting contradictory or changing requirements). In this session, we will begin by looking at the work of famous designers—such as Charles and Ray Eames—to discover the origins of design thinking. We will then discuss the more recent work of Professor Donald Norman, specifically his revolutionary concepts of user-centred design (UCD) and emotional design. We will also study the work of international design firm IDEO, one of the world’s most prominent practitioners of design thinking. By the end of the session, you will have a good understanding of the three core stages of the design thinking process. You will have the confidence to conduct empathetic research to better understand your target audience. You will also be exposed to a variety of design methods and processes that will enable you to: 1) thoroughly explore a problem space, 2) generate lots of interesting ideas; and 3) develop these ideas into feasible, real-world solutions. During the course of the workshop, we will also touch on related concepts, such as usability and user experience (UX) design. This workshop is tailor made for teams. In fact, design thinking is a collaborative activity by default and is a great way to make a team stronger. If spaces are available, please click on the white space below. ONLY add yourself to the waiting list if the date/s are not convenient.